This article reports on a study about the ways in which the Holocaust is portrayed in four school history textbooks in England. It offers detailed analysis and critical insights into the content of these textbooks, which are commonly used to support the teaching of this compulsory aspect of the history National Curriculum to pupils aged eleven to fourteen. The study draws on a recent national report based on the responses of more than 2,000 teachers and explicitly uses the education guidelines of the International Holocaust Remembrance Alliance (IHRA) as a benchmark against which to evaluate the textbook content. It identifies a number of potentially alarming findings of which two themes predominate: a common tendency for textbooks to present an “Auschwitz-centric,” “perpetrator narrative” and a widespread failure to sensitively present Jewish life and agency before, during, and after the war. Ultimately, the article calls for the improvement of textbook content, but equally recognizes the need for teachers to be knowledgeable, judicious, and critical when using textbooks in their classrooms.
Representations of the Holocaust in English History Textbooks
Stuart Foster and Adrian Burgess
that act as recontextualizing agents. In the People’s Republic of China (PRC), national curriculum design is under strict control as the state governs the education agenda and policymaking. Meanwhile, local educational authorities and textbook
Intended and Hidden History Curriculum in South Africa
This article focuses on how some aspects of the South African history curriculum are interpreted and "lived out" in two South African high schools. The article introduces the history curriculum reconstruction process and its surrounding developments from 1994 until the release of the National Curriculum Statement in 2003. It then focuses on the curricular intentions, which reflect the reorganization of history teaching and serve as a benchmark for teachers. Using empirical data gathered in Afrikaans schools, I describe how classroom practices represent the history curriculum. The data indicates that schools provide space for curriculum modification and the creation of a "hidden curriculum."
Taking as its starting point the current debate over the significance of history in the National Curriculum for England, this article examines the place of the country's colonial past in its national culture of memory. In the context of debates about educational policy and the politics of memory concerning Britain's colonial heritage, the author focuses on the transmission and interpretation of this heritage via school history textbooks, which play a key role in the politics of memory. This medium offers insight into transformations of the country's colonial experience that have taken place since the end of the British Empire. School textbooks do not create and establish these transformations in isolation from other arenas of discourse about the culture of memory by reinventing the nation. Instead, they reflect, as part of the national culture of memory, the uncertainties and insecurities emerging from the end of empire and the decolonization of the British nation's historical narrative.
Types of Knowledge in Swedish and Australian History Textbook Activities
Niklas Ammert and Heather Sharp
as a country of knowledge. With a new syllabus for each subject including history, the current Swedish national curriculum for compulsory schools, the Läroplan för Grundskolan , was implemented in 2011. The structure is changed and there are fewer
Edited by Bryan Loughrey and Graham Holderness
Ages 5-16’, which established the early-years national curriculum for English, and which to this day is widely regarded as an enlightened educational intervention. We should also pay independent tribute to Tony Dyson for his pioneering, audacious work
Sumadio; D.D. Bintarti Djokosuryo; Edhi Wuryantoro; Hasan Mu’arif Ambary; and Saleh As’ad Djamhari. Notosusanto was appointed minister of education in 1983. The following year, as part of the national curriculum renewal of 1984, Notosusanto introduced a
Kendall House, Alexander King, and Karl Mertens
objectives. The nomadic schools had to overcome initial hostility from authorities, but in all cases, tests indicated that children performed above average in the national curriculum in addition to gaining additional skills in living on the land, traditional
Solveig Roth and Dagny Stuedahl
an increasingly important role in defining her academic position in school. Anna developed and performed a socially engaged academic position in school in line with the Norwegian National Curriculum for Knowledge Promotion in School ( Ministry of
Exploring the Politics and Process of Shakespeare outside the Traditional Classroom
classroom, helped to develop a passion for Shakespeare that was deemed a curriculum necessity in Cumberbatch's private schooling system. In current education structures, as specified by the National Curriculum in England, Shakespeare may not enter a child